A commentary on national child maltreatment surveillance systems: Examples of progress     

Majid A. AlEissa  John D. Fluke  Bernard Gerbaka  Lutz Goldbeck  Jenny Gray  Nicole Hunter  Bernadette Madrid  Bert Van Puyenbroeck  Ian Richards  Lil Tonmyr 《Child abuse & neglect》2009,33(11):809-814

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Lida M. Cochran  Jenny K. Johnson 《Educational technology research and development : ETR & D》1999,47(4):108

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Brain gain or brain circulation? U.S. doctoral recipients returning to South Korea     

Jenny J. Lee  Dongbin Kim 《Higher Education》2010,59(5):627-643

This study explored the reasons for current reverse mobility patterns in South Korea and how the country benefits from returning U.S. doctoral recipients in the forms of brain gain and brain circulation. Based on interviews of Korean faculty who studied in the U.S., this study found that while the political economy might help to explain why Korean students choose to study in the U.S., it does not fully capture their decisions to return. Family ties and cultural reasons transcended reasons related to economic mobility. The study also found that while both brain gain and brain circulation were present, brain adaptation was especially prevalent.  相似文献   

Part and parcel of teaching? Secondary school staff's views on supporting student emotional health and well‐being     

Judi Kidger  David Gunnell  Lucy Biddle  Rona Campbell  Jenny Donovan 《British Educational Research Journal》2010,36(6):919-935

The need for schools to support children and young people's mental and emotional health is increasingly emphasised in policy initiatives, yet the role of teachers in this has been under explored. This paper reports findings from qualitative, semi‐structured interviews with 14 school staff at eight secondary schools in England, examining emotional health and well‐being (EHWB) activities in which they were involved. Three emergent themes are discussed: (1) a strongly held belief that teaching and EHWB are inevitably linked; (2) a perception that many colleagues outside the study sample are reluctant to engage in EHWB work; and (3) a concern that teachers’ own emotional health needs are neglected, leaving them unable or unwilling to consider those of pupils. The findings endorse whole‐school approaches to emotional health, with a focus on teachers’ training and support needs and clearer aims, including consideration of how such work fits with the broader goals of schools.  相似文献   

Telling is compelling: the impact of student reports of bullying on teacher intervention     

Rona Milch Novick  Jenny Isaacs 《教育心理学》2010,30(3):283-296

Research increasingly recognises the importance of student bystander and adult educator shared responsibility for successful bully prevention. The role of teacher observations versus student reports of bullying, as well as staff preparedness, as predictors of teacher involvement was investigated in 115 middle school teachers. Being told by students about bullying incidents was the strongest predictor of teacher involvement. However, the relation between being told about bullying, or observing it, and coaching students on how to manage bullying was most evident when teachers felt highly prepared to handle bullying situations. Results from this study point to the pivotal role that both teacher preparedness and student reporting play in teacher responsiveness to bullying. Implications for training school professionals and bully prevention programmes are discussed.  相似文献   

Lifetime assessment of poly-victimization in a national sample of children and youth     

David Finkelhor  Richard K. Ormrod  Heather A. Turner 《Child abuse & neglect》2009,33(7):403-411

ObjectiveTo use a lifetime assessment of victimization experiences to identify children and youth with high cumulative levels of victimization (poly-victims). Also to compare such children to other victims and non-victims, and assess the contribution of cumulative victimization to levels of psychological distress.DesignA national sample of 1,467 children aged 2–17 recruited through random digit dialing and assessed via telephone interviews (with caretakers and youth themselves) about a comprehensive range of 33 types of victimization experiences in the previous year and at any time in their lives.ResultsNearly 80% of the children and youth reported at least one lifetime victimization. The mean number of lifetime victimizations was 3.7 and the median 2.6. The total number of different lifetime victimizations was highly predictive of symptoms of current distress. The best linear prediction of distress on the basis of cumulative victimization entailed weighting child maltreatment and sexual assault by factors of 4 and 3 respectively compared to other victimizations. We proposed classifying poly-victims as those 10% of children and youth with the highest victimization scores, and calculating different thresholds for children at different ages. Poly-victims designated in this way had significantly more distress, more non-victimization adversities than other youth and were less likely to come from an intact family.ConclusionLifetime assessment of victimization has value as a means of identifying groups of highly victimized children and youth.Practice ImplicationsThis paper describes a procedure under which practitioners can assess for a group of children, termed “poly-victims,” who have a very high burden of lifetime victimization. These children merit identification because they have high levels of psychological distress, some of the most serious victimization profiles, and a presumed vulnerability for further victimization.  相似文献   

Departmental Climate and Student Experiences in Graduate Geography Programs     

Michael Solem  Jenny Lee  Beth Schlemper 《Research in higher education》2009,50(3):268-292

This study explores how graduate students enrolled in M.A./M.S. and Ph.D. geography programs perceive the social and academic climate of their departments. A second objective is to understand how these students self-assess their own professional abilities, values, and goals, and whether these self-assessments differ across demographic and institutional contexts. The survey instrument for this research is based on data collected from graduate student focus groups and on validated constructs of academic culture and climate from previous research. T-tests, ANOVA, and regression analyses identified significant differences among graduate students and their perceptions of departmental climate when compared on the basis of gender, citizenship, race/ethnicity, disciplinary subfield, and institutional type. Interview data provide additional context for analysis of the survey data. The primary areas in which we detected differences in graduate students’ experiences were 1) diversity issues, 2) disciplinary and institutional cultures, 3) career planning and development, 4) financial matters, and 5) quality of the learning environment. These differences result from the varying social and academic dynamics of graduate programs, illustrating the importance of the local environment in shaping student experiences.

Beth SchlemperEmail:

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Establishing professional relationships in practicum settings   总被引：2，自引：0，他引：2  

Jenny L. Ferrier-Kerr 《Teaching and Teacher Education》2009

The relationship between an associate teacher and student teacher is a crucial aspect of the practicum experience in pre-service teacher education.  相似文献   

Disclosure to Parents About Everyday Activities Among American Adolescents From Mexican, Chinese, and European Backgrounds     

Jenny P. Yau  Marina Tasopoulos-Chan  Judith G. Smetana 《Child development》2009,80(5):1481-1498

Disclosure to parents and reasons for not disclosing different activities were examined in 489 Chinese, Mexican, and European American adolescents ( M  =   16.37 years, SD  =   0.77). With generational status controlled, Chinese American adolescents disclosed less to mothers about personal and multifaceted activities than European Americans and less about personal feelings than other youth, primarily because these acts were considered personal, not harmful, or because parents would not listen or understand. Disclosure regarding prudential behavior was lower among Mexican American than among European American adolescents, primarily due to concerns with parental disapproval. Multigroup path analyses indicated that greater closeness to parents is associated with more disclosure for all youth and activities; associations between family obligation and disclosure varied by domain and ethnicity.  相似文献   

Education policy in the United Kingdom: The dialectic of globalisation and identity   总被引：1，自引：0，他引：1  

Jenny Ozga 《The Australian Educational Researcher》2000,27(2):87-95

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